Author

Date of Award

8-1-2002

Document Type

Dissertation

Degree Name

Master of Education (M. Ed.)

Department

Institute for Educational Development, Karachi

Abstract

The engagement in education of children from most low socio-economic communities in developing countries is low. This low engagement results from low enrolment rate and frequent dropouts for some of those who manage to be enrolled. The low enrolment rate and frequent dropout trend lead to poor academic development in these communities and subsequent increase in illiteracy. Literature mentions unavailability of schools or enough classes and high level of poverty in these communities, which limits parents' ability to pay direct costs of education, and leads to rise in opportunity costs among children attending school as prominent reasons of this setback. The literature also identifies lack of community initiative and participation in education as another hindrance to the development of education in these communities. The study aims to explore the stakeholders' perspective on community mobilization on the benefits of primary education and its impact on students' academic performance. In doing so, it employs a qualitative method using a case study design. The data is collected from interviews, observations and document analysis. At different stages of the study, measures have been taken to ensure its validity and reliability and limit researcher's subjectivity within the limits of qualitative social research paradigm. The findings reveal that the process of community mobilization is effective in motivating community members from low socio-economic communities to participate in activities that support the development of their children's education. The findings also highlight the importance of the central agency in the mobilization process, which serves to initiate the mobilization process and empowers the community in terms of management skills and resources for the establishment of community schools. The study also highlights the roles of different stakeholders in the mobilization process, strategies that these stakeholders employ in the community and within the classroom and the factors facilitating this education mobilization process. Further, the findings reveal that community members through their institutionalized bodies, can collaborate effectively with school management in administering management activities in a community school. Finally, the findings indicate that if education is made available to children from low socio-economic